Counseling Psychology Program Goals, Objectives, and Competencies
|
|
- Derick Black
- 8 years ago
- Views:
Transcription
1 Counseling Psychology Program Goals, Objectives, and Competencies Consistent with our Scientist-Practitioner Training Model and philosophy, below is a summary of our overarching program goals along with specific objectives and competencies associated with each objective. Objectives are met through completion of the core training experiences; multiple objectives can be met via a single training component. It should be noted that we endorse a developmental trajectory of competence acquisition, and as such, we expect competencies to progress and evolve throughout training. Goal #1: Understanding and application of various research inquiry skills of professional psychology. Objective 1.1: Students will gain knowledge of and competence in diverse inquiry strategies and the ability to critically review and evaluate research literature related to Counseling Psychology. 1. Students will demonstrate knowledge and competence in research design and methodology. 2. Students will demonstrate the ability to critically evaluate and review current literature, and to identify gaps and directions for future research. 3. Students will develop and implement research both independently and as a research team member (Program Accomplishments Document; Appendix W). 1. All students will earn a B or better in EDPS 800, 941, 942, and All students will earn a B or better in four semesters of EDPS 995 and one of the following research design classes: EDPS 900K, 935, or All students will critically examine Counseling Psychology research literature related to chosen paper topics and achieve a B or better in papers written to meet requirements of EDPS All students will successfully propose dissertation research and successfully defend a dissertation. 5. Students will disseminate research of which they are co-pis through conference presentations and/or publications (Program Accomplishments; Appendix W). 6. All students will receive satisfactory evaluations on the Scientific Knowledge and Methods (1-5) of the Benchmark Competencies Rating Scale (Appendix H) in annual evaluations. Objective 1.2: Students will engage in the scientific research process and gain the skills necessary to conduct and disseminate original research. 1. Students will successfully complete a dissertation. 2. Students will be actively involved in producing non-dissertation research. 3. Students will present original research at conferences and/or co-author published research (Program Accomplishments; Appendix W. 4. Program graduates will be actively involved in research through presenting and/or publishing research, integrating research into practice, and/or reading current professional literature (Self Study Survey; Appendix U). 1. All students will successfully complete a dissertation. 2. All students will contribute to the development of non-dissertation research through Doctoral Seminar (EDPS 995). 3. At least 80% of students and graduates will be involved in research through presenting and/or publishing research, integrating research into practice, and/or reading current professional literature. 4. Acceptable student evaluations of having gained the knowledge and skills necessary to be competent in research as indicated by a mean score of 3 or greater on a 4-point scale
2 (Appendix U). 5. All students will receive satisfactory evaluations on the Scientific Knowledge and Methods (1-5) of the Benchmark Competencies Rating Scale (Appendix H) in annual evaluations. Objective 1.3 Students will demonstrate knowledge of and competence in the ethical conduct of research. 1. Students will demonstrate knowledge of relevant ethical principles and codes related to research (i.e., APA Ethical Standards). 2. Students will demonstrate competence in applying established ethical principles, codes, and practices in their research activities. 1. All students will pass the course, Ethical Decision-Making in Counseling and Education (EDPS 984), with a B or better. 2. All students will complete the CITI training of research ethics. 3. All students will write an IRB proposal prior to conducting research. 4. All students will satisfactorily pass the Ethical, Legal, and Professional Issues area of the doctoral comprehensive portfolio examination (Doctoral Portfolio Comprehensive Examination Guidelines, Appendix F, pp ). 5. All students will pass the EPPP. Goal #2: Understanding and competence in the practice of counseling psychology. Objective 2.1: Students will gain knowledge of and competence in the core areas of the practice of Counseling Psychology. 1. Students demonstrate knowledge of and competence in the areas of clinical assessment, diagnosis, treatment and intervention. 2. Students demonstrate knowledge of and competence in the area of supervision and consultation. Appendix & Page Number for Evaluation Tools Used for each Competency (if applicable): objectives/competencies. 1. All students will earn a B or better in the following core counseling related courses: EDPS 964, EDPS 866, EDPS 965A, EDPS 985, EDPS 853, EDPS 975, EDPS 868, EDPS All students will earn a Pass (P) in all practica (i.e., EDPS 997A, two semesters of 997B, two semesters of 997G. 3. All graduates taking the EPPP will pass and achieve licensure in the state in which they reside. 4. All students will earn a B or better in two semesters of EDPS 997E. 5. All students will receive satisfactory evaluations from supervisors in all practica (Benchmark Competencies Rating Scale; Appendix H). 6. All students will satisfactorily pass the Counseling Theories and Practice area of the doctoral comprehensive portfolio examination. 7. All students will successfully complete a year-long pre-doctoral internship at an APAaccredited internship site. 8. Acceptable student evaluations of having gained the knowledge and skills necessary to be competent in psychological/clinical practice as indicated by a mean score of 3 or greater on a 4-point scale (Survey Questionnaire, Appendix U). 9. All students will receive satisfactory evaluations of all of the subsections within Applications in annual evaluations and from practicum supervisors (Benchmark Competencies Rating Scale, Appendix H). Objective 2.2: Students will gain knowledge of and competence in the area of psychological and clinical assessment.
3 1. Students demonstrate knowledge of measurement, test construction, and the reliability and validity of psychological tests and assessments. 2. Students demonstrate knowledge of and clinical competence in test selection and administration, scoring and interpretation. 3. Students demonstrate competence in the integration of assessment data with case conceptualization, treatment planning, and report writing. objectives/competencies. 1. All students will earn a B or better in the following core psychological assessment courses: EDPS 853, EDPS 953, EDPS 870, and one of the following additional courses: EDPS 950, EDPS All students will satisfactorily pass the Measurement, Assessment and Psychological Testing area of the doctoral comprehensive portfolio examination (Doctoral Portfolio Comprehensive Examination Guidelines, Appendix F, pp ). 3. All students will receive satisfactory evaluations from supervisors in the use of assessment in practicum settings. 4. All students will integrate assessment and clinical data in formal case presentations and reports as part of EDPS A significant proportion (>50%) of graduates will report engaging in clinical assessment activities (Survey, Appendix U). 6. All students will receive satisfactory evaluations on the Assessment subsection of the Benchmark Competencies Rating Scale in annual evaluations and from practicum supervisors (Benchmark Competencies Rating Scale, Appendix H). Objective 2.3: Students will integrate science and theoretical writings in their psychological practice. 1. Students demonstrate knowledge of and competence in the empirically validated outcome informed system (i.e., Partners for Change Outcome Management System (PCOMS), Appendix X) as part of psychological practice. 2. Students demonstrate knowledge of and competence in the use of empirical research and psychological theory to inform practice. 3. Students demonstrate knowledge of and the use of scientifically-supported common factors to inform psychological practice. 1. All students will earn a B or better in the following core counseling courses: EDPS 964, EDPS 866, EDPS 965A, EDPS 985, EDPS 975, EDPS 976, EDPS 868, EDPS All students will use the Outcome Rating Scale and the Session Rating Scale (PCOMS, Appendix X) to inform their practice with all clients seen in on-campus clinic practicum (EDPS 997G). 3. All students will earn a Pass (P) in all practicum (EDPS 997A; 997B; 997G; 997E). 4. All students will receive satisfactory evaluations from supervisors in all practicum (Benchmark Competencies Rating Scale, Appendix H). 5. Acceptable student evaluations of having gained the knowledge and skills necessary to be competent in the integration of science and practice as indicated by a mean score of 3 or greater on a 4-point scale (Survey, Appendix U). 6. All students taking the EPPP will pass. 7. All students will successfully complete a year-long pre-doctoral internship. 8. All students will receive satisfactory evaluations on the Evidence-Based Practice subsection of the Application Section of the Benchmark Competencies Rating Scale in annual evaluations and from practicum supervisors (Benchmark Competencies Rating Scale, Appendix H).
4 Objective 2.4: Students will demonstrate understanding of and competence in the ethical practice of counseling psychology. 1. Students will demonstrate knowledge in and application of the ethical principles and codes relevant to psychological practice. objectives/competencies. 1. All students will pass with a grade of B or better in EDPS All students will satisfactorily pass the Ethical, Legal and Professional Issues area of the doctoral comprehensive portfolio (Doctoral Portfolio Comprehensive Examination Guidelines, Appendix F, pp ). 3. All students will receive satisfactory evaluations from supervisors in all practicum experiences (Benchmark Competencies Rating Scale, Appendix H). 4. All students taking the EPPP will pass. 5. All students will receive satisfactory evaluations on the Ethical Legal Standards and Policy Subsection of the Professionalism Section of the Benchmark Competencies Rating Scale in annual evaluations (Benchmark Competencies Rating Scale, Appendix H). 6. Acceptable student evaluations of having gained the knowledge and skills necessary to be competent in ethical and professional practice as indicated by a mean score of 3 or greater on a 4-point scale (Survey, Appendix U). Goal #3: Understanding and sensitivity to multiculturalism, human diversity, and social justice. Objective 3.1: Students gain awareness of themselves as cultural beings and how their multiple cultural identities influence their psychological practice (i.e., intervention, assessment, supervision, research). 1. Students demonstrate understanding of their multiple cultural identities including gender, race, ethnicity, sexual orientation, ability, religion, age, SES, and education. 2. Students demonstrate understanding of their own worldview, biases, prejudices, and preconceived notions related to cultural groups. 3. Students demonstrate the ability to reflect on how their cultural background and worldview affect their psychological practice. Appendix & Page Number for Evaluation Tools Used for each Competency (if applicable): 1. All students will achieve a B or better in EDPS 868 and All students will satisfactorily pass the Multicultural Issues area of the doctoral comprehensive portfolio examination (Doctoral Portfolio Comprehensive Examination Guidelines, Appendix F, pp ). 3. All students will receive satisfactory evaluations in the Individual and Cultural Diversity subsection of the Benchmark Competencies Rating Scale in annual review and from supervisors (Appendix H). 4. Acceptable student evaluations of having gained the knowledge and skills necessary to be competent in multicultural practice as indicated by a mean score of 3 or greater on a 4- point scale (Survey, Appendix U). Objective 3.2: Students demonstrate knowledge and application of multicultural theories and research. 1. Students demonstrate understanding of racial/ethnic identity models, models of acculturation and worldview, models of sexual orientation and gender identity, and theories of racism, microaggressions, and privilege. 2. Students demonstrate an understanding of the APA Guidelines on Multicultural Education, Training, Research, Practice, and Organizational Change for Psychologists.
5 3. Students demonstrate knowledge of multicultural issues and diversity in the context of counseling psychology research. 4. Students conceptualize clients considering contextual and diversity issues and apply this conceptualization in their assessments, treatment planning, and interventions. 1. All students will achieve a B or better in EDPS 868, 968, 978, 984, 853, 953, and All students will satisfactorily pass the Multicultural Issues area of the doctoral comprehensive portfolio examination (Appendix F). 3. All students will receive satisfactory evaluations in the Individual and Cultural Diversity Section of the Benchmark Competencies Rating Scale from supervisors in all practica (Appendix H). 4. All students taking the EPPP will pass. 5. All students will consider culture and diversity in the formulation and implementation of their dissertation research (Appendix A, Table 8). 6. Acceptable student evaluations of having gained the knowledge and skills necessary to be competent in multicultural practice as indicated by a mean score of 3 or greater on a 4- point scale (Survey, U). Objective 3.3: Students demonstrate knowledge and application of research and practice that contributes to social justice. 1. Students demonstrate an understanding of the role of social justice in counseling psychology. 2. Students demonstrate application of social justice in clinical practice. 3. Students demonstrate application of social justice in research. 1. All students will achieve a B or better in EDPS 976, 968, 868, 975, and All students will provide clinical services to at-risk high school students, survivors of IPV and sexual assault, or first generation college students. 3. All students will receive satisfactory evaluations in the Advocacy Section of the Benchmark Competencies Rating Scale on annual review and from supervisors (Appendix H). 4. All students participate in social justice oriented research. 5. At least 50% of students do social justice dissertation research (Appendix A, Table 8). Goal #4: Development of an identity as a professional psychologist with clear connection to the specialty area of counseling psychology. Objective 4.1 Students demonstrate the development of a professional identity as a psychologist. 1. Students demonstrate knowledge of relevant ethical and legal codes (e.g., APA's Ethical Standards). 2. Students demonstrate professionalism across settings. 3. Students will become student members of professional organizations (Survey, Appendix U). 4. Students will attend professional conferences (Survey, Appendix U). 5. Program graduates will become members of professional organizations (Survey, Appendix U). 6. Program graduates continue to engage in professional activities consistent with the scientist practitioner model (Survey, Appendix U). Appendix & Page Number for Evaluation Tools Used for each Competency (if applicable): 1. All students will earn a B or better in EDPS All students will receive satisfactory evaluations on the Professionalism section of the Benchmark Competencies Rating Scale in annual review and from supervisors (Appendix H).
6 3. All students will be members of one or more professional organizations (Survey, Appendix U). 4. All students will attend professional conferences (Survey, Appendix U). 5. All program graduates will be members of professional organizations. 6. A significant proportion (> 50%) of program graduates report involvement in activities consistent with the scientist-practitioner model (Survey, Appendix U). 7. Acceptable student evaluations of having gained the knowledge and skills necessary to be competent in the integration of science and practice as indicated by a mean score of 3 or greater on a 4-point scale (Survey, Appendix U). Objective 4.2 Students demonstrate the development of a professional identity as a counseling psychologist. 1. Students will become student affiliates of Division 17, the Society of Counseling Psychology (Survey, Appendix U). 2. Students will demonstrate knowledge of the critical role of work and career in the psychological lives of individuals. 3. Students will incorporate an emphasis on assets and strengths in their professional work. 4. Students will incorporate an emphasis on culture, context, and social justice in their professional work. 1. All students will be members of SAS (Survey, Appendix U). 2. All students will earn a grade of B or better in EDPS 975 and All students will pass the Career Development section of the portfolio comprehensive examination (Appendix F, pp ). 4. All students will earn a grade of B or better in EDPS 868, 985, 968, , and 953 (all courses that address the importance of context). 5. All students will receive satisfactory evaluations on the Individual and Cultural Diversity subsection of the Benchmark Competencies Rating Scale in annual evaluations and from supervisors (Appendix H). 6. All students will earn a Pass (P) practica (i.e., EDPS 997A, two semesters of 997B). 7. Acceptable student evaluations of having gained the knowledge and skills necessary to be socialized to the field of Counseling Psychology as indicated by a mean score of 3 or greater on a 4-point scale (Survey, Appendix U).
UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals, Objectives, and Benchmarks
Page 1 of 16 UAF-UAA Joint PhD Program in Clinical-Community Psychology with Rural, Indigenous Emphasis Outcomes Assessment Goals,, and Benchmarks Mission The PhD Program in Clinical-Community Psychology
More informationMetropolitan State University of Denver Master of Social Work Program Field Evaluation
Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive
More informationMetropolitan State University of Denver Master of Social Work Program Field Evaluation
Metropolitan State University of Denver Master of Social Work Program Evaluation Date: Agency/Program Task Supervisor Faculty Liaison Total Hours Completed To Date for this semester: s will not receive
More informationMarquette University Learning Assessment Plan
Marquette University Learning Assessment Plan Counseling and Educational Psychology Program: School Counseling Degree: M.A. Date Submitted: May 2013 Program Learning Outcomes Students will be able to:
More informationMarquette University Learning Assessment Plan
Marquette University Learning Assessment Plan Counseling and Educational Psychology Program: Clinical Mental Health Counseling Degree: M.A. Date Submitted: May 2013 Program Learning Outcomes Students will
More informationAcademic Program: Doctoral Program in Clinical Psychology. Graduate or Undergraduate: Graduate Date: October 10, 2003
Academic Program: Doctoral Program in Clinical Psychology Graduate or Undergraduate: Graduate Date: October 10, 2003 Coordinator of the Program: Kenneth W. Sewell Person completing this form: Kenneth W.
More informationCounselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING
Counselor Education CAREER COUNSELING, CLINICAL MENTAL HEALTH COUNSELING, AND SCHOOL COUNSELING Dr. Peggy Whiting, Coordinator Counselor Education Program Program Telephone: (919) 530-6182 Fax: (919) 530-5328
More informationEducation and Counseling (M.A.Ed.)
III: Influencing Literacy Instruction and Leadership RDG 5320 Diversity and Multicultural Education RDG 5330 Leadership in Reading RDG 5610 Diagnosis, Assessment, Instruction, and Practicum in Reading
More informationMaster's Degree Programs in Clinical Mental Health Counseling and School Counseling Program Student Learning Assessment Plan
Master's Degree Programs in Clinical Mental Health Counseling and School Counseling Program Student Learning Assessment Plan Program Learning Outcomes Performance Indicators Assessment Measures Assessment
More informationPSYCHOLOGY Program Equivalency Criteria
Division of Public Health Licensure Unit PO Box 94986 Lincoln, NE 68509 402-471-4970carrie.erickson@nebraska.gov PSYCHOLOGY Program Equivalency Criteria Applicant Name: First: Middle/MI: Last: In addition
More informationDEPARTMENT OF EDUCATIONAL LEADERSHIP, COUNSELING, AND POSTSECONDARY EDUCATION STUDENT OUTCOMES, COMPETENCIES, AND METHODS OF ASSESSMENT
DEPARTMENT OF EDUCATIONAL LEADERSHIP, COUNSELING, AND POSTSECONDARY EDUCATION STUDENT OUTCOMES, COMPETENCIES, AND METHODS OF ASSESSMENT SCHOOL AND MENTAL HEALTH COUNSELING I. Departmental Philosophy The
More informationEd.S. School Psychology 2014 2015 Program Guidebook
Ed.S. School Psychology 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised version. 2) Policies
More informationSelf-Study for Doctoral Graduate Programs
Page 1 DOMAIN A: ELIGIBILITY Self-Study for Doctoral Graduate Programs A1. Offers a doctoral degree in psychology The primary goal of the Doctor of Psychology (Psy.D.) in Clinical Psychology Program at
More informationMedical Family Therapy Program Master of Arts Goals and Outcomes
Medical Family Therapy Program Master of Arts Goals and Outcomes Program Mission: The mission of the Medical Family Therapy Program is to train marriage and family therapists as scientist practitioners
More informationAnnual Report on the Degree Program Assessment of Student Learning
Annual Report on the Degree Program Assessment of Student Learning Name: Title: Email: Ramona N. Mellott Professor and Chair Ramona.Mellott@nau.edu Phone: (928) 523-6534 Academic Unit: Degree Program Covered
More informationDoctor of Psychology (PsyD) Supplemental Program Information
Doctor of Psychology (PsyD) Supplemental Program Information INTEGRATED PROFESSIONAL SEMINAR The Integrated Professional Seminar (IPS) is a key component of the program. This composite of courses spanning
More informationPh.D. Counselor Education and Supervision 2014 2015 Program Guidebook
Ph.D. Counselor Education and Supervision 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised
More informationGraduate Catalog School Counseling
Page 1 of 6 Graduate Catalog School Counseling Introduction Professional school counselors support teachers, other professional personnel, and parents in addressing the needs of students related to academic
More informationB2aiii. Acquiring knowledge and practicing principles of ethical professional practice.
PhD Degrees in the Clinical and Social Sciences Department Program Learning Objectives, Curriculum Elements and Assessment Plan Degree title: PhD in Clinical Psychology This degree in the Department of
More informationPracticum and Internship Manual
"One of America s Great Metropolitan Research Universities" DEPARTMENT OF COUNSELING, EDUCATIONAL PSYCHOLOGY AND RESEARCH The College of Education The University of Memphis Memphis, TN 38152 (901) 678-2841
More informationDoctoral Internship Program in Clinical Psychology 2015 2016. Advanced training in behavioral psychology and applied behavior analysis
Doctoral Internship Program in Clinical Psychology 2015 2016 Advanced training in behavioral psychology and applied behavior analysis c o n t e n t s Program and Clinical Philosophy Training Model 2 Goals
More informationThe Association of State and Provincial Psychology Boards. www.asppb.net
The Association of State and Provincial Psychology Boards Protects the public Limits license to qualified individuals Sets enforceable standards of professional conduct Serves best interest of the public
More informationPsyD Program Goals, Objectives, Competencies, and Outcomes Metrics
PsyD Program Goals, Objectives, Competencies, and Outcomes Metrics The SPP PsyD Program in Clinical Psychology is guided by the mission and core values of the School of Professional Psychology: Mission:
More informationMaster of Arts, Counseling Psychology Course Descriptions
Master of Arts, Counseling Psychology Course Descriptions Advanced Theories of Counseling & Intervention (3 credits) This course addresses the theoretical approaches used in counseling, therapy and intervention.
More informationPostdoctoral Fellowship in Clinical Psychology 2016 2017. Advanced training in cognitive behavioral treatment and applied behavior analysis
Postdoctoral Fellowship in Clinical Psychology 2016 2017 Advanced training in cognitive behavioral treatment and applied behavior analysis Excellence in service, training, and research is a critical element
More informationCounselor Education Program Mission and Objectives
Counselor Education Program Mission and Objectives Our Mission The LSU Counselor Education program prepares students to function as professional counselors in a variety of human service settings such as
More informationVision, Mission, and Process
The Counselor Education and School Psychology Department regularly and systematically evaluates its programs for the purposes of ensuring student success, alignment with licensure and certification standards,
More informationPsy.D. Applied Clinical Psychology (Post Master s) 2014 2015 Program Guidebook
Psy.D. Applied Clinical Psychology (Post Master s) 2014 2015 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the
More informationCourse offerings and Descriptions CED Counseling and Educational Development Courses
Course offerings and Descriptions CED Counseling and Educational Development Courses 506 Institutes in Education (1-3) Practicum or workshop experiences to focus on issues, problems, or approaches in the
More informationPortfolio Guidelines: Practicum Year Northeastern University's CAGS Program in School Psychology* Revised May 2014
Portfolio Guidelines: Practicum Year Northeastern University's CAGS Program in School Psychology* Revised May 2014 Introduction: Definition and Purposes of the Portfolio All students are required to create
More informationWhat Is Counseling Psychology?
What Is Counseling Psychology? A Brief Description of the Discipline and Comparison to Other Psychology Professions Student Affiliates of Seventeen (SAS) http://www.div17.org/sas/ University at Albany
More informationSchool Psychology Program Department of Educational Psychology 2014-2015. Description of Internship in School Psychology
EPSY 5491 - School Psychology Internship EPSY 6491 - Doctoral Internship in School Psychology Credit Hours - 3 to 6 Director of Internship - Thomas J. Kehle, Ph.D. School Psychology Program Department
More informationBloomsburg University Midterm and Final Competency Field Evaluation. Task Supervisor (if appropriate) :
Bloomsburg University and Competency Field Evaluation BSW EVALUATION OF THE COMPETENCIES AND PRACTICE BEHAVIORS Student : Field Instructor : Task Supervisor (if appropriate) : _ Agency : University Faculty
More informationCSL 502 Legal, Ethical, and Professional Issues. CSL 503 Human Relations Methods and Skills
CSL 501 Evaluation and Assessment This course is designed to provide students with an understanding of individual, couple, family, group and environmental/community approaches to assessment and evaluation.
More informationUniversidad del Turabo Graduate Psychology Program Course Descriptions
Universidad del Turabo Graduate Psychology Program Course Descriptions The following course descriptions are of all graduate (Masters in Counseling Psychology, Masters in School Psychology and Doctorate
More informationOKLAHOMA STATE UNIVERSITY. School of Applied Health and Educational Psychology
OKLAHOMA STATE UNIVERSITY School of Applied Health and Educational Psychology Doctorate in Educational Psychology Option: Counseling Psychology Overview The Counseling Psychology Program leading to the
More informationSchool Psychology Program Goals, Objectives, & Competencies
RUTGERS SCHOOL PSYCHOLOGY PROGRAM PRACTICUM HANDBOOK Introduction School Psychology is a general practice and health service provider specialty of professional psychology that is concerned with the science
More informationASSESSMENT REPORT FOR: 2008-2009 Academic Year August 15, 2010. Department s/program s Goal(s) in Support of Institutional Mission:
ASSESSMENT REPORT FOR: Psychology (Instructional Degree Program) M.S. (Degree Level) 2008-2009 Academic Year August 15, 2010 (Period Covered) (Date Submitted) MISSION AND GOALS Department s/program s Goal(s)
More informationInformation and Informed Consent to Participate in the Admissions Screening, Evaluation, and Interview Process Conducted by the Admissions Committee
Information and Informed Consent to Participate in the Admissions Screening, Evaluation, and Interview Process Conducted by the Admissions Committee I. PROGRAM PHILOSOPHY We embrace the cognitive-behavioral
More informationSCHOOL PSYCHOLOGY PROGRAM
SCHOOL PSYCHOLOGY PROGRAM THE UNIVERSITY OF ALABAMA Handbook of General Program Policies and Procedures ON-CAMPUS PROGRAM ONLY * For new students entering the on-campus program in 2015 School Psychology
More informationAssessment Plan Department of Psychology Park University. Preparing learners to think critically. Preparing learners to think
Assessment Plan Department of Psychology Park University The approach adopted by the Department of Psychology stems from the mission of Park University to prepare learners to think, communicate effectively
More informationYALE CLINICAL PSYCHOLOGY: TRAINING MISSION AND PROGRAM STRUCTURE RESEARCH TRAINING
YALE CLINICAL PSYCHOLOGY: TRAINING MISSION AND PROGRAM STRUCTURE The Clinical Psychology Program at Yale University aspires to educate the next generation of leading academic and research psychologists
More informationSchool Psychology Re-specialization. Loyola University Chicago
Re-specialization Loyola University Chicago Loyola University Re-specialization in Loyola University Chicago receives numerous requests from Doctoral Level Licensed Clinical Psychologists about obtaining
More informationThe University of Southern Mississippi. Detailed Assessment Report As of: 10/01/2014 04:22 PM EST 2013-2014 Psychology PhD
The University of Southern Mississippi Detailed Assessment Report As of: 10/01/2014 04:22 PM EST 2013-2014 Psychology PhD Mission / Purpose Psychology is the scientific study of behavior, and application
More informationWestern Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions
Western Carolina University Program Assessment Plan Program: School Psychology College of Education and Allied Professions Assessment Plan for 2006-2007 Primary Contact: Candace H. Boan, Ph.D. Associate
More informationLSU Clinical Psychology Program Annual Student Evaluation
LSU Clinical Psychology Program Annual Student Evaluation Student: Faculty Supervisor: Year in Program: Date of Evaluation: Course/Degree Requirements 1. Proposed master s thesis (Fall, Year 2) 2. Defend
More informationDEPARTMENT OF EDUCATION SCHOOL PSYCHOLOGY PROGRAM
DEPARTMENT OF EDUCATION SCHOOL PSYCHOLOGY PROGRAM PRACTICUM 2015-2016 The Practicum To the Student: This handbook is intended to address some initial questions you may have regarding field placements.
More informationRESOLUTIONS PASSED BY CUDCP FROM 1990 2001 BUSINESS MEETING NOTES
RESOLUTIONS PASSED BY CUDCP FROM 1990 2001 BUSINESS MEETING NOTES August 1990 1. Discussion on the issue of 2-year internships concluded that members consider their graduates ready to provide independent
More informationCollege of Liberal Arts. Psychology. Clinical Psychology, PhD. 2013-2014 Assessment Report. Expected Outcome 1 -- Assessment and Intervention skills:
2013-2014 Assessment Report Program: Clinical Psychology, PhD College of Liberal Arts Psychology Clinical Psychology, PhD Expected Outcome 1 -- Assessment and Intervention skills: Commensurate with their
More informationNational Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)
Council for Standards in Human Service Education National Standards ASSOCIATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional
More informationUTAH STATE UNIVERSITY. Professional School Guidance Counselor Education Program Mapping
UTAH STATE UNIVERSITY Professional School Guidance Counselor Education Program Mapping Course Key: PSY 6130 Evidence-Based Practice: School Intervention PSY 6240 Comprehensive School Counseling Programs
More informationTEXAS A&M UNIVERSITY CLINICAL PSYCHOLOGY DOCTORAL TRAINING PROGRAM CURRICULUM Revised 5/15/2013
TEXAS A&M UNIVERSITY CLINICAL PSYCHOLOGY DOCTORAL TRAINING PROGRAM CURRICULUM Revised 5/15/2013 Students must confirm directly with the Office of Graduate Studies (OGS) and the Department of Psychology
More informationSaybrook University. School of Clinical Psychology. LIOS MA Counseling Program in Seattle 2014/2015 - Course Descriptions
Saybrook University School of Clinical Psychology LIOS MA Counseling Program in Seattle 2014/2015 - Course Descriptions PSYCHOLOGY COUNSELING COURSES RES 1026L Information Competency and Library Use This
More informationDoctoral Study in Applied Developmental Psychology
Doctoral Study in Applied Developmental Psychology Department of Psychology University of New Orleans College of Sciences New Orleans, LA With a Ph.D. in Applied Developmental Psychology from the University
More informationPsychology. Forensic Psychology Master of Science (M.S.)
University of North Dakota 1 Psychology http://www.und.edu/dept/psych/ Bradley, Derenne, De Young, Ferraro, Grabe, Holm, Kehn, Kelly, King, Legerski, Looby, McDonald, Miller, Peters, Petros, Plumm, Poltavski,
More informationWESTERN MICHIGAN UNIVERISTY SCHOOL OF SOCIAL WORK Field Education Learning Contract and Evaluation. MSW Concentration-Interpersonal Practice (IP)
WESTERN MICHIGAN UNIVERISTY SCHOOL OF SOCIAL WORK Field Education Learning Contract and Evaluation Revised 10/04/2014 Pg. 1 MSW Concentration-Interpersonal Practice (IP) Student s Name: Jane Smith Phone
More informationCollege of Health & Human Services. Bachelor of Science in Social Work
College of Health & Human Services Bachelor of Science in Social Work Bachelor of Science Social Work Major Program Overview Recent Improvements Expected Outcomes and Results Plans for Further Improvement
More informationPSYCHOLOGY. Master of Science in Applied Psychology
CJ 515 Budgetary Planning in Public Agencies Examines the nature of public budgeting and financial management from the perspective of a public manager. Explores public budgeting from an analytical perspective.
More informationMaster of Science in Education Counseling
Program Director Matthew Paylo 3312 Beeghly Hall (330) 941-3264 mpaylo@ysu.edu Program Description Master of Science in Education Counseling The counseling program prepares individuals as professional
More informationMaster of Arts in Higher Education (both concentrations)
Higher Education Dickinson Hall, Room 419 (501) 569-3267 Master of Arts and Doctor of Education The Master of Arts in Higher Education is designed for those individuals who are interested in entering or
More informationEvaluation of Practicum Student Competencies SIU Counseling Psychology Program
Evaluation of Practicum Student Competencies SIU Counseling Psychology Program Student Agency Focus: Career Personal Other: Supervisor Semester (eg, SP-3 rd year) The following evaluation items reflect
More informationCALIFORNIA STATE UNIVERSITY, FRESNO DEPARTMENT OF PSYCHOLOGY UNDERGRADUATE PROGRAM
CALIFORNIA STATE UNIVERSITY, FRESNO DEPARTMENT OF PSYCHOLOGY UNDERGRADUATE PROGRAM GOALS AND OBJECTIVES FOR UNDERGRADUATE PSYCHOLOGY MAJORS Goals -- Knowledge, skills and values unique to psychology 1.
More informationSchool Psychologist Graduate Program: Frequently Asked Questions by Applicants
Brooklyn College of the City University of New York Department of School Psychology, Counseling and Leadership School Psychologist Graduate Program Room 1107 James Hall 2900 Bedford Avenue Brooklyn, New
More informationINFORMATION PACKET FOR PROSPECTIVE STUDENTS
SPECIALIST-LEVEL PROGRAM IN SCHOOL PSYCHOLOGY INFORMATION PACKET FOR PROSPECTIVE STUDENTS Updated: October 2013 College of Social Justice and Human Service Department of School Psychology, Higher Education
More informationCounseling Psychology, M.Ed.
Counseling Psychology, M.Ed. 1 Counseling Psychology, M.Ed. COLLEGE OF EDUCATION (http://www.temple.edu/education) About the Program The Counseling Psychology program offers a 60-credit master's degree
More informationScience in Psychology
Master of Science in Psychology Master of Science in Psychology (MSPsy) Master of Science in Psychology (MSPsy) What makes us unique Designed by eminent American scientist-practitioners in adherence to
More informationSchool Psychology Area Requirements
School Psychology Area Requirements Graduate study in the School Psychology Program at the University of Wisconsin-Madison is a degree program leading to a Doctor of Philosophy (PhD) in Educational Psychology.
More informationGRADUATE PROGRAM HANDBOOK: 2004-2005
GRADUATE PROGRAM HANDBOOK: 2004-2005 Department of Psychology College of Arts and Sciences Georgia State University Mary K. Morris, Chair Frank Floyd, Director of Graduate Studies Robin M. Jackson, Assistant
More informationCollege of Counseling Program Assessment Report
College of Counseling Program Assessment Report Master of Arts in Counseling Assessment Cycle Year #1 2014 2015 Assessment Team Members: Mark Bolte, Leah Herod, Larry Wagner, Cathy Warn Date of Report:
More informationCOUNSELOR EDUCATION (COU) M.S. in Counselor Education Director: Debra L. Ponec
CTS 795 Directed Independent Study (2-3) In this course, each scholar will be supervised by faculty members; will pursue in-depth reading and discussions on current research topics of interest to faculty
More informationCounselor Education COLLEGE OF EDUCATION AND HUMAN SERVICES. Master of Science in Education. 136 / Graduate Catalog 2015-2016 Chapter 2
136 / Graduate Catalog 2015-2016 Chapter 2 Counselor Education http://epse.ehs.siu.edu/ COLLEGE OF EDUCATION AND HUMAN SERVICES Graduate Faculty: Asner-Self, Kimberly K., Associate Professor, Ed.D., George
More informationDoctoral Student Handbook 2012-13
Seton Hall University College of Education and Human Services Department of Professional Psychology and Family Therapy Counseling Psychology Ph.D. Program Accredited by the American Psychological Association
More informationCore Competencies of Clinical Psychology
Foundational Competencies Core Competencies of Clinical Psychology Graduate Students Must Meet These Competencies at the "Meets Expectations" Level or Better Reflective Practice/Self-Assessment: Practices
More informationDEPARTMENT OF PSYCHOLOGY Ph.D. in Clinical Psychology 90 SEMESTER HOURS
DEPARTMENT OF PSYCHOLOGY Ph.D. in Clinical Psychology 90 SEMESTER HOURS Program Coordinator: Ellen Koch, Ph.D. 301G Science Complex Ypsilanti, MI 48197 Ph: 734-487-0189 ekoch1@emich.edu Objectives The
More informationHow To Teach School Psychology
Standards for Graduate Preparation of School Psychologists 2010 INTRODUCTION The mission of the National Association of School Psychologists (NASP) is to represent school psychology and support school
More informationSchool Counseling Competency Portfolio Rubric
School Counseling Competency Portfolio Rubric Introduction Portfolios represent a culmination of evidence documenting development and competence in the CACREP Core Area Standards, CACREP School Counseling
More informationSchool Psychology: Doctoral Study at Howard University
School Psychology: Doctoral Study at Howard University Rev 8/14 The Howard University School Psychology Program (HUSP) is structured to meet the requirements for licensure as a school psychologist (Nationally
More informationPh.D. in Counselor Education & Supervision. 7.7.15 DR.SOSIN DIRECTOR OF THE Ph.D. IN CES PROGRAM
Ph.D. in Counselor Education & Supervision 7.7.15 DR.SOSIN DIRECTOR OF THE Ph.D. IN CES PROGRAM WELCOME & INTRODUCTION The Department of Counselor Education and Family Studies at Liberty University considers
More informationMaster s in Educational Psychology. School Counseling Track
Master s in Educational Psychology School Counseling Track Student Handbook Summer 2013 Table of Contents Introduction 3 TAMU School Counseling Mission 3 Student Contract 4 School Counseling Track Faculty
More informationEd.S. School Psychology 2015-16 Program Guidebook
Ed.S. School Psychology 2015-16 Program Guidebook NOTE: 1) This guidebook is subject to change. If it does, students will be notified via email and will be provided with the revised version. 2) Policies
More informationHow To Learn To Be A Counselor
Counselor Education Courses (COUNSED) COUNSED 690 Workshop 1-3 u COUNSED 691 COUNSED 696 Special Studies 1-3 u COUNSED 718 Principles Of Counseling 3 u Principles of the roles and functions of professional
More informationNORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY Department of Human Development and Services MS in School Counseling
NORTH CAROLINA AGRICULTURAL AND TECHNICAL STATE UNIVERSITY Department of Human Development and Services MS in In keeping with the University s strategic commitment to excellence, each educational program
More informationInformation for Applicants
Graduate Studies in Clinical Psychology at the University of Victoria Information for Applicants Program Philosophy and Mission Our CPA-accredited graduate program in clinical psychology is based on the
More informationApplied Behavior Analysis, M.S.Ed.
Applied Behavior Analysis, M.S.Ed. 1 Applied Behavior Analysis, M.S.Ed. COLLEGE OF EDUCATION (http://education.temple.edu) About the Program The mission of the Master of Science in Education program in
More informationNational Standards. Council for Standards in Human Service Education. http://www.cshse.org 2013 (2010, 1980, 2005, 2009)
Council for Standards in Human Service Education National Standards BACCALAUREATE DEGREE IN HUMAN SERVICES http://www.cshse.org 2013 (2010, 1980, 2005, 2009) I. GENERAL PROGRAM CHARACTERISTICS A. Institutional
More information2015-2016 CLINICAL PSYCHOLOGY DOCTORAL PROGRAM GRADUATE STUDENT HANDBOOK
2015-2016 CLINICAL PSYCHOLOGY DOCTORAL PROGRAM GRADUATE STUDENT HANDBOOK The Texas Tech Univeristy Clinical Psychology doctoral program is accredited by the American PsychologicalAssociation (APA). Questions
More informationCounseling Psychology Emphasis. Doctoral Handbook
Counseling Psychology Emphasis Doctoral Handbook Department of Psychology and Counseling College of Health and Behavioral Sciences University of Central Arkansas 2013-2014 Director of Training Elson Bihm,
More informationA Guide for On- Site Supervisors
LEADERSHIP DIVERSITY CARING EXCELLENCE School Counselor Preparation: A Guide for On- Site Supervisors SUMMER 2012 EDITION Master of Science, Educational Counseling Pupil Personnel Services Credential UNIVERSITY
More informationSyracuse University. Office of Field Instruction. School of Social Work. Program Competencies, Resulting Practice Behaviors & Examples of Field Tasks
Syracuse University School of Social Work Office of Field Instruction Program Competencies, Resulting Practice Behaviors & Examples of Field Tasks Program Competency Resulting Practice Behavior Example
More informationMaster's Degree, Student Affairs Concentration
Master's Degree, Student Affairs Concentration Higher Education, Student Affairs, and International Education Policy Program Counseling, Higher Education, and Special Education Department College of Education
More informationCounseling, Educational Psychology, and Foundations
Mississippi State University 1 Counseling, Educational Psychology, and Foundations Department Head: Dr. David Morse Graduate Coordinator (COE): Dr. Charles Palmer Graduate Coordinator (EPY): Dr. Carlen
More informationIowa State University Department of Psychology Counseling Psychology Ph.D. Program Requirements (October, 2006)
Iowa State University Department of Psychology Counseling Psychology Ph.D. Program Requirements (October, 2006) The APA accredited Counseling Psychology Program is one of several areas of doctoral study
More informationR A P P H A N N O C K A R E A C O M M U N I T Y S E R V I C E S B O A R D T R A IN IN G PROGRAM IN PROFE SSIO N A L P S YCHOLOGY B R O C H U R E
R A P P H A N N O C K A R E A C O M M U N I T Y S E R V I C E S B O A R D T R A IN IN G PROGRAM IN PROFE SSIO N A L P S YCHOLOGY B R O C H U R E 2 0 14-2 015 Internship Program in Professional Psychology
More informationNew York University Silver School of Social Work Field Learning and Community Partnerships
New York University Silver School of Social Work Field Learning and ommunity Partnerships Field Learning Evaluation: Professional Foundation (First Year) MID-YEAR EVALUATION FINAL EVALUATION Student Name:
More informationSchool of Social Work
MSW Core Curriculum for Generalist Practice St. Catherine University/University of St. Thomas Core and Advanced Competencies of the MSW Program The SCU/UST MSW curriculum prepares its graduates for advanced
More informationMasters of Science in Clinical Psychology: MFT & LPCC Program Information Packet
Masters of Science in Clinical Psychology: MFT & LPCC Program Information Packet Department of Psychology One Washington Square San Jose CA 95192-0120 psych.sjsu.edu/grad/clinical Dear Prospective Student,
More informationPh.D. PROGRAM. COUNSELING PSYCHOLOGY (APA Accredited) 2005-2006
Ph.D. PROGRAM IN COUNSELING PSYCHOLOGY (APA Accredited) 2005-2006 Department of Educational Leadership and Counseling Psychology 351 Cleveland Hall Pullman, WA 99164-2136 Telephone: (509) 335-7016 FAX:
More information262 CMR 2.00: Requirements For Licensure As a Mental Health Counselor
262 CMR 2.00: Requirements For Licensure As a Mental Health Counselor 2.01: Preface 2.02: Definitions 2.03: Licensure Application Requirements 2.04: Education and Degree Requirements Pre-July 1, 2017 2.05:
More informationHow To Be A Social Worker
SCHOOL OF SOCIAL WORK University of Wisconsin- Madison Advanced Generalist Concentration Handbook 2015-2016 Requirements School of Social Work Building 1350 University Avenue Madison, Wisconsin 53706 Table
More informationOnline CMHC Program Course Descriptions
Online CMHC Program Course Descriptions Students must meet with their advisor prior to registering for courses. If a student wishes to take a course outside the suggested schedule of study, they must first
More information